Empowerment <ul><li>something one can do to or for someone else. </li></ul><ul><li>Giving others skills, resources, author...
What is the purpose of empowerment? <ul><li>According to Sleeter: </li></ul><ul><li>Implementation of  action strategies  ...
What is the purpose of empowerment? <ul><li>According to Gutstein: </li></ul><ul><li>Produce students who can:  </li></ul>...
What issues does Sleeter have with the way empowerment is being used and assumed? <ul><li>Empowerment has come commonly to...
How could empowerment function in my curriculum? <ul><li>I need to find a way to form my teachings so that the students ca...
Power <ul><li>Gutstein </li></ul><ul><li>Believes that the fundamental purpose of teaching social justice is for: </li></u...
Power <ul><li>Social movements  attempt to shift power from power holders toward the movement’s constituent base </li></ul...
What should the purpose of multicultural curriculum be?  <ul><li>Multicultural education is about  empowering the natural ...
How does that differ from what I thought it is or ought to be?   <ul><li>I used to think the purpose of multicultural curr...
Why include a unit or center teaching around issues of social justice? <ul><li>Because we can’t ignore these situations of...
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Empowerment

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Empowerment

  1. 1. Empowerment <ul><li>something one can do to or for someone else. </li></ul><ul><li>Giving others skills, resources, authority, opportunity, motivation, as well as holding them responsible and accountable for outcomes of their actions. </li></ul>
  2. 2. What is the purpose of empowerment? <ul><li>According to Sleeter: </li></ul><ul><li>Implementation of action strategies to get the constituents directly involved so they see a direct connection between their own actions and organization and results . </li></ul><ul><li>Action strategies: </li></ul><ul><ul><li>routine advocacy </li></ul></ul><ul><ul><li>education and persuasion </li></ul></ul><ul><ul><li>Negotiation </li></ul></ul><ul><ul><li>nonviolent or violent direct action </li></ul></ul><ul><li>To educate parents and community activists </li></ul><ul><ul><li>Literature (not just for the professionals!) </li></ul></ul>
  3. 3. What is the purpose of empowerment? <ul><li>According to Gutstein: </li></ul><ul><li>Produce students who can: </li></ul><ul><ul><li>achieve academically </li></ul></ul><ul><ul><li>demonstrate cultural competence </li></ul></ul><ul><ul><li>understand and critique the existing social order </li></ul></ul><ul><li>The cultivation of consciousness and the development of children’s identities </li></ul><ul><li>Reading the world - understanding the sociopolitical, cultural-historical conditions of one’s life, community, society, and world </li></ul><ul><li>Political Consciousness </li></ul><ul><li>Problem posing- leads to new challenges followed by new understandings (as opposed to problem solving) </li></ul><ul><ul><li>Challenges the status quo </li></ul></ul><ul><li>Development of students’ social identities as distinct from cultural identities </li></ul><ul><li>“ It’s one thing to proclaim the world be changed. It’s another to provide ways to begin the process ” </li></ul>
  4. 4. What issues does Sleeter have with the way empowerment is being used and assumed? <ul><li>Empowerment has come commonly to mean individual advancement </li></ul><ul><li>There’s little communication between teachers and the communities-reform plans reflect interests of the teachers </li></ul>
  5. 5. How could empowerment function in my curriculum? <ul><li>I need to find a way to form my teachings so that the students can make direct connections between existing social problems and with themselves. As Gutstein suggests, I need to find a way to have them “ read the world with music .” They need to apply music to already known contexts, or create new ones, and the best way to do this, I believe, is present the information so they can directly apply it to themselves </li></ul><ul><ul><li>Relate music to their history </li></ul></ul><ul><ul><li>Put music in real world contexts </li></ul></ul><ul><ul><ul><li>Situate curricula in real world settings about daily life: traveling, working, building </li></ul></ul></ul>
  6. 6. Power <ul><li>Gutstein </li></ul><ul><li>Believes that the fundamental purpose of teaching social justice is for: </li></ul><ul><ul><li>The liberation from oppression </li></ul></ul><ul><ul><li>Rehumanization of people </li></ul></ul>
  7. 7. Power <ul><li>Social movements attempt to shift power from power holders toward the movement’s constituent base </li></ul><ul><ul><li>Constituent base: consists of disenfranchised people in this society </li></ul></ul><ul><ul><ul><li>Parents and children of color and or low-income backgrounds </li></ul></ul></ul><ul><ul><ul><li>Children who are disabled, gay or lesbian </li></ul></ul></ul><ul><li>Power differences: Distinction between power holders and the constituent base of multicultural education is blurred </li></ul><ul><ul><li>many multicultural activities consider White groups of educators as the constituent base of multicultural education </li></ul></ul><ul><ul><ul><li>This misses the point of power-redistribution </li></ul></ul></ul><ul><li>Power holders in education are the education establishment-administrators, teachers, professors-we need to change this </li></ul><ul><ul><li>Adults-relative to students and their communities, teachers are power holders </li></ul></ul><ul><li>The distinction between power holders and the rest is one of relative power and position </li></ul><ul><ul><li>“ An up can do more to a down than a down can do to an up.” (243) </li></ul></ul><ul><ul><ul><li>up -education establishment </li></ul></ul></ul><ul><ul><ul><li>down- community </li></ul></ul></ul><ul><li>“ As long as power relations are not addressed, those with the least power to change schools remain relatively powerless.” </li></ul>
  8. 8. What should the purpose of multicultural curriculum be? <ul><li>Multicultural education is about empowering the natural constituency of multicultural education </li></ul><ul><ul><li>Giving more power/a voice to the community </li></ul></ul><ul><li>Challenging the status quo (the “ups and downs”) </li></ul><ul><li>Maintaining and appreciating students’ cultural identities while making them aware of their social identities </li></ul>
  9. 9. How does that differ from what I thought it is or ought to be? <ul><li>I used to think the purpose of multicultural curriculum was to simply raise an awareness and appreciation of worlds and cultures of different groups of peoples. Now I realize that it goes beyond the classroom-that it’s not just about feeding students information and facts about other cultures, but having that information be applied and connected to their communities. Multicultural education can also be used for pointing out issues in our society and challenging that status quo. Who has the power, and why? Why are things the way that they are? What I didn’t realize before, is that multicultural education is directly connected with social justice. </li></ul>
  10. 10. Why include a unit or center teaching around issues of social justice? <ul><li>Because we can’t ignore these situations of oppression! We need to identify these problems’ existence and have discussions about them so that we may be able to challenge and possible change them. </li></ul>

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